This amendment corrects terminology, restructures subsection lettering, redefines reading difficulty, adds diagnostic and intervention requirements, establishes parental retention rights, creates requirements for retained students, mandates professional development for literacy staff, removes certain litigation provisions, and corrects a spelling error.
- Changes 'invention' to 'intervention' in the bill title to correct terminology. (Page 1, line 2)
- Restructures subsection lettering throughout the statute to accommodate new provisions, changing multiple subsection designations (e.g., (n) to (q), (o) to (r), (p) to (s), (w) to (aa)). (Page 2, lines 11-13; Page 6-8; Page 11; Page 19-26)
- Replaces the definition of 'reading difficulty' to specify that it means a student does not meet minimum skill levels in phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension as established by diagnostic and state assessment results, and explicitly includes dyslexia and other reading difficulties. (Page 6, lines 5-8)
- Adds a new requirement that diagnostic instruments be administered to students identified through screening as possibly having reading difficulties to pinpoint specific areas of weakness, and that individualized reading plans shall be developed for students identified with reading difficulty to identify and track appropriate evidence-based intervention. (Page 7, after line 17)
- Changes the timeframe for notifying parents of screening results from 'as soon as practical' to 'within fifteen (15) school days'. (Page 8, line 7)
- Adds a new parental right allowing parents with a student on an individualized reading plan to request grade three (3) retention for their student. (Page 15, line 21)
- Adds comprehensive requirements for students retained to remediate reading difficulty, including: (A) assignment of a highly effective reading teacher with demonstrated qualifications; and (B) specific reading intervention services including dedicated time, evidence-based programs, daily targeted small group instruction, and frequent progress monitoring. (Page 18, after line 7)
- Adds a new provision requiring school districts (except high performing districts) to expend funds on professional development, job-embedded coaching, evidence-based literacy interventions, and high-quality instructional materials, with specific requirements for districts below 60% and 45% proficiency thresholds. (Page 18, after line 18)
- Adds a new requirement for school districts to ensure specific district employees responsible for curriculum selection, special education oversight, and literacy instruction in grades K-6 and intervention/special education K-12 receive professional development in evidence-based literacy instruction and intervention, with specific competency areas to be identified in administrative rules. (Page 19, after line 9)
- Deletes subsections (p) and (q) regarding causes of action and related litigation provisions, removing language about monetary damages, attorney's fees, and court-ordered plan changes. (Page 21, lines 10-23; Page 22, lines 1-4)
- Corrects spelling from 'ready' to 'read' in reference to students learning to read adequately in primary grades. (Page 23, line 21)
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